Self-regulated learning models treat self-monitoring as a core process through which learners notice gaps and adjust strategy¶

Claim · All claims
Evidence · 2 studies · 1 review r?, 1 theoretical r? · q3
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

When learners are prompted to check their current performance against a goal or criterion, they are more likely to notice gaps, adjust strategy, and persist in purposeful ways.

Subclaims¶

q3 i? Self-monitoring is a core mechanism in self-regulated learning models and predicts more adaptive strategy use. → Zimmerman 2002

q3 i? Feedback becomes instructionally useful when learners compare current performance with a target and make revisions. → Butler & Winne 1995

Evidence¶

Primary evidence link: https://doi.org/10.1207/s15430421tip4102_2

Zimmerman 2002¶

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2

q3 · peer-reviewed synthesis · i? · the abstract prints no effect size; the full text may · n=N/A · review · r?

Zimmerman synthesizes evidence showing that self-regulated learners engage in forethought, performance monitoring, and self-reflection. Self-monitoring is identified as one of the central processes that allows learners to detect whether a chosen strategy is working and whether they should intensify effort, seek help, or change approach.

Butler & Winne 1995¶

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. https://doi.org/10.3102/00346543065003245

q3 · peer-reviewed theoretical synthesis · i? · the abstract prints no effect size; the full text may · n=N/A · theoretical · r?

Butler and Winne argue that feedback influences learning through the learner's internal monitoring system. External feedback is most effective when it is incorporated into ongoing self-evaluation, helping the learner compare present performance with intended goals and update tactics accordingly.

Discussion¶

Self-monitoring is not mere self-report. It is strongest when learners have explicit criteria, visible progress indicators, and a realistic chance to act on what they notice.

Related Claims¶

• Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — the general claim this finding bears on, with the studies behind it

• Self Assessment Improves Self Regulated Learning — the general claim this finding bears on, with the studies behind it

• Specific, difficult goals lead to higher performance than easy or vague "do your best" goals.
• Process goals lead to better skill acquisition for novices than outcome goals.
• Contingent scaffolding improves learning more than fixed or absent support.
• Self Regulated Learning Predicts Achievement — a broader claim this one bears on
• Self-regulated learning improves achievement — a broader claim this one bears on
• Learners Misjudge Spacing Benefits — related
• Prior Knowledge Needed For Accurate Self Assessment — related
• Strategy-control in interactive instruction divides into four tactic categories: survey, learning, evaluation, and review — related
• AI feedback supports or undermines self-regulated practice depending on whether it supports or substitutes for internal monitoring — related
• Self-monitoring of work quality requires three student capacities: appreciation of high quality, evaluative skill, and a store of modification tactics — a narrower finding that bears on this claim
• Students are better calibrated in predicting achievement than in reporting specific study tactics (Winne & Jamieson-Noel 2002) — related